Y5 Homelearning Monday 4th May

Lesson and Learning Objective

Task

Maths

Adding and subtracting wholes and decimals

Decimal sequences

Unfortunately White Rose are changing the way they are producing their videos and worksheets so we’re going to have move away from those.  It’s a bit of a shame isn’t it?  I know lots of you thought they were good.  So we’ll try this instead.

Monday

Today is all about adding and subtracting numbers with decimals from whole numbers.  Of course when a number doesn’t have any decimals we don’t write the decimal point – but you knew that, didn’t you?  If you’re getting lost get your place value grid out again or quickly draw one. 

Try this you tube clip

https://www.youtube.com/watch?v=kwh4SD1ToFc

Just ignore the waffle at the beginning about other clips that you need to watch, I really don’t think they will help you.  You’ll need to stop the clip around 3.48 because he then goes on to explain how to multiply and divide and in Y5 we don’t need to learn that yet.

Some of you have told me you would like a challenge and some have said it’s too hard.  So we’ll try these this week, if it’s confusing please let Miss Field know. 

First open the file called Mon-fluency-Wholes-and-Decimals.  You are going to complete one half of one page.  If you’re feeling unsure complete page 2 (the one that has the red star with D written in it).  If you’re feeling OK about adding and subtracting wholes and decimals try the third page (the one that has a blue star with E written in it) and if you’re feeling super confident try the fourth page (the one with orange star with GD written in it).  Then check your answers.

I’d then like you to try some problem solving and reasoning questions so open the file called Mon-problem- Wholes-and-Decimals.  Again complete just one half of the page, you choose: D, E or GD – if you’re feeling really confident. Then mark.

Remember you don’t have to waste all the ink in your printer to print out the document, just jot down the answers on a piece of paper along with any calculations you might need to do.

Tuesday

Today we’re going to be looking at decimal sequences and creating rules, for example the rule might be you must add 0.5 every time, like in this example.

1.5, 2, 2.5, 3, 3.5

You might come across the word ‘term’ it means number really, for example the fourth term in this sequence is 8.

2, 4, ?, ?, 10

Watch this clip, I hope it will help, she does keep saying talk to your partner so you might have to be a bit creative and tell your pet or a grown up (if they’re not too busy).

https://www.youtube.com/watch?v=hkRoPEaAOxk

Then just like yesterday complete the two activities attached that are called Tues-fluency-Decimal-Sequences and Tues-problem-Decimal-Sequences.  Remember you just need to do one half of the page.  D if you’re unsure, E if you feel OK and GD if you feel confident.

I’ve also attached an Ultimate Maths Sheet, only give yourself 90 seconds to complete.

English

LO: To plan the retelling of a legend

Think back to your video recording of the story – what would be similar in the success criteria for spoken retellings and written ones? How about: varying the speed of your voice equalling short and long sentences or pausing for effect being similar to using dashes, ellipsis, full stops followed by short sentences?

Discuss with someone at home the key events from the story – using your summarising skills – brief! Can you put these key events in the middle of the bubbles of the attached plan? (If you use the support plan, do they match what you said?).

Plan out the key events of your bubble plan (or create a story map if you’d rather!). Include:

·         Opening – use the 5Ws (Who – Robin and Will – describe them; what – looking at the castle, where – where have they just been - hamlet fire; why – to rescue MM). Use more interesting language and detail than me!

·         Ye Olde Trip to Jerusalem – include actions (going through back of tavern) and feelings (WS) and description (senses)

·         Search for Mortimer’s Hole – what different locations did they search? How did they find it? What powerful verbs could you use?.

·         Going through tunnel – describe tunnel and how they go through it (adverbs and show not tell).

·         Ending/climax

Now you have your plan, create a word bank of powerful verbs and expanded noun phrases/show not tells to use when you are writing in the next session and have this alongside your Robin Hood character tree from your earlier task.

Support – Use the scaffold plan with key events already inputted

Challenge - Include notes of key SPaG features you wish to use, ellipsis etc. – look at the success criteria to identify these and think of what else you could include (modal verbs, relative clauses etc.)

Reading

Read pages 79-88 of Wonder

1. Why doesn’t Summer think she should dress up as a unicorn for Halloween?
2. What is Auggie planning to dress up as?
3. Use the text to explain what you think ‘aversion’ means.
4. Why do you think the author hasn’t included any pictures of Auggie’s face?

Wider Curriculum

PSHE

LO: I understand what makes a good friend.

Can you think of what it takes to be a good friend? What makes them so good? Create a recipe for a good friend using the attached sheet, there are 3 sheets to choose from dependent on support required.

 If you are struggling to think of some ideas have a look at this link below.

https://www.youtube.com/watch?v=ReMq3KX8F94

Are you a good friend?!

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The Y5 teachers thought it was important for you to learn a little bit about VE Day and why it’s so important that we celebrate it.  Are you doing something special on Friday?  In school we’re going to have a social distancing street party.  The attached PowerPoint tells you a little more about VE Day and then if you have time you could complete the comprehension task.  Just like always, try the 1 star task if you’re not feeling too confident and three stars if you are very confident.